ABSTRACT
This article reports implementation themes and a content analysis of student portfolios and learning contracts from year one of a 4-year service/educational initiative undertaken with metropolitan schools of social work, the public child welfare agency, and community-based agencies serving new immigrants. The initiative designed, implemented and evaluated a model preparing MSW students for culturally competent preventive practice with immigrant families. The discussion identifies: emerging themes, implications, and the challenges and benefits of university–public child welfare collaborations in addressing the needs of immigrant children and their families.
